Family–School Collaboration for Preschoolers’ Physical Activity During Movement Restrictions: Barriers, Strategies, and Implications
DOI:
https://doi.org/10.69665/iss.v47i2.25Keywords:
preschool children, physical activity, movement restriction, family–school collaboration, physical educationAbstract
The COVID-19 pandemic disrupted traditional educational and physical activity routines, particularly for preschool children who require consistent movement for optimal development. This study examined the role of family–school collaboration in supporting preschoolers’ physical activity (PA) during periods of movement restrictions. A total of 489 participants (46 teachers and 443 parents) completed the Preschoolers' Home Collaboration Questionnaire (PHCQ-T and PHCQ-P). Findings revealed that 35% of parents engaged in family exercise every 2–3 days, typically for 21–30 minutes. In contrast, teachers reported engaging in 31–60 minutes of daily physical activity. Both home and preschool environments faced barriers to PA, including poor weather, time constraints, lack of space or equipment, and limited confidence or knowledge in organising physical activities. Gender differences in activity preferences were notable: boys preferred basketball (p < 0.001), football (p = 0.004), and balance biking (p = 0.034), while girls showed a preference for gymnastics (p = 0.029), yoga (p = 0.036), roller skating (p = 0.021), and skateboarding (p = 0.022). Despite challenges, over 80% of both teachers and parents agreed that shared responsibility and collaboration were essential for promoting PA. Communication preferences varied: parents favoured livestreaming and chat groups, while teachers preferred news platforms and chat groups. However, preschoolers overall failed to meet the National Association for Sport and Physical Education’s recommendation of 120 minutes of daily PA. This study highlights the urgent need for sustained family–school partnerships to promote preschoolers’ physical activity, particularly during disruptions. A proposed multi-platform hybrid model—featuring weekly livestreams, interactive chats, and accessible digital resources could support PA continuity. Furthermore, targeted training for parents and teachers is necessary to enhance their capacity to engage children effectively in physical activities.
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